Most parents were able to see the results of Unit 2 in our freshly printed brochures during Parent Conferences. If you didn’t get to see them, please stop up to the classroom and take a look. Students wanted to keep looking and add more, even as I said we have to end it, but I found it exciting that they want to keep making it better and better. But as all good assessments come to an end, I have to look at what they found during our six weeks of the time we spent on the unit. I will have Ms. Monika print a set for each two partners so the students can keep one and add it to their portfolio.
One most important aspect that I feel we faltered on was not having enough time in the Rynek investigating places. Maybe I will have to plan two separate days next year in order to get to the places for each student in addition to going to the library. I did find, however, how nicely the partners worked together. I allowed them the choice of partners, which doesn’t usually happen, so I was proud of how nicely they planned the brochure out with each other. Even though each was researching separately, anytime I asked them to get together to see what was missing, they’d quickly decide what else they had to work on.
As far as the technology, wow! We had to adjust to whatever program we were using and as long as students were willing, they adapted easily to the new layout. We began with Google Docs, used Open Office, Word with columns, Paint, and did a great job locating places on their map using Google Maps. You may click below on the countries that have influenced Wroclaw to see the brochure produced by your child. (I have to add these on Monday at school.)
People Restaurants Offices/buildings Food shops Clothes shops Accessory shops History or Cultural Centers Kantor (to change money) Museum Library Churches Area of town to live Businesses that have moved into the Wroclaw area to create jobs
Student Partners: French: Andrew Indian: Hyoung Min – Daniel Italian: Rin – Amelia Turkish: Sae Rim – Satomi Chinese: Yeoul – Jaqueline German: Otto – Seung Hyeon Greek: Alina – Natacha
Unit of Inquiry: Unit 2, Where We Are In Place and Time To inquire into the following:
Transdisciplinary Theme
An inquiry into the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central Idea
The interconnectedness of human migration into a community; we build our understanding of a place by gathering and interpreting a range of evidence.
Summative Assessment:
Students will search out migration evidence that has taken place in Wroclaw by finding restaurants, offices, markets and churches, etc. Students will create a brochure for the culture they are researching so if a new person from that culture came to town, they could learn about Wroclaw and what it has to offer to them. Place and Time Assessment Rubric.xlsx
Unit 2 Reflection:
Most parents were able to see the results of Unit 2 in our freshly printed brochures during Parent Conferences. If you didn’t get to see them, please stop up to the classroom and take a look. Students wanted to keep looking and add more, even as I said we have to end it, but I found it exciting that they want to keep making it better and better. But as all good assessments come to an end, I have to look at what they found during our six weeks of the time we spent on the unit. I will have Ms. Monika print a set for each two partners so the students can keep one and add it to their portfolio.One most important aspect that I feel we faltered on was not having enough time in the Rynek investigating places. Maybe I will have to plan two separate days next year in order to get to the places for each student in addition to going to the library. I did find, however, how nicely the partners worked together. I allowed them the choice of partners, which doesn’t usually happen, so I was proud of how nicely they planned the brochure out with each other. Even though each was researching separately, anytime I asked them to get together to see what was missing, they’d quickly decide what else they had to work on.
As far as the technology, wow! We had to adjust to whatever program we were using and as long as students were willing, they adapted easily to the new layout. We began with Google Docs, used Open Office, Word with columns, Paint, and did a great job locating places on their map using Google Maps. You may click below on the countries that have influenced Wroclaw to see the brochure produced by your child. (I have to add these on Monday at school.)
Turkey
France
China
Italy
Germany
Greece
India
Places to Investigate:
People
Restaurants
Offices/buildings
Food shops
Clothes shops
Accessory shops
History or Cultural Centers
Kantor (to change money)
Museum
Library
Churches
Area of town to live
Businesses that have moved into the Wroclaw area to create jobs
Student Partners:
French: Andrew
Indian: Hyoung Min – Daniel
Italian: Rin – Amelia
Turkish: Sae Rim – Satomi
Chinese: Yeoul – Jaqueline
German: Otto – Seung Hyeon
Greek: Alina – Natacha
Unit of Inquiry: Unit 2, Where We Are In Place and Time
To inquire into the following:
- Transdisciplinary Theme
An inquiry into the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.- Central Idea
The interconnectedness of human migration into a community; we build our understanding of a place by gathering and interpreting a range of evidence.Summative Assessment:
Students will search out migration evidence that has taken place in Wroclaw by finding restaurants, offices, markets and churches, etc. Students will create a brochure for the culture they are researching so if a new person from that culture came to town, they could learn about Wroclaw and what it has to offer to them.
Place and Time Assessment Rubric.xlsx